There has been growing research interest in the affordances of games as a medium for language development. Studies have explored how specific game mechanics influence language development from both a cognitive and sociocultural perspective (Peterson, 2016). A number of papers have analysed the language learning potential of games in laboratory-based studies or, alternatively, explored how incidental language learning may occur in the “digital wilds” (Thorne, 2008). However, microgenetic examples of what it takes to learn with a videogame as a self-directed learner remain scarce.

In this presentation, I introduce the results of a longitudinal study of an individual language learner as they attempt to learn Japanese with a digital game. I analyse the learner’s engagement with the game, the amount of time spent gaming versus learning, the development of their language proficiency, as well as any potential pitfalls of learning in this way. I will also introduce the tools used for engaging in this example of self-directed game-based learning including online dictionaries, game streaming services, and spaced-repetition software. Implications for classroom implementation are discussed as well as calls for potential future research in this area.